Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver PMBPREP303C, 'Set up equipment for continuous operation'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Set up equipment for continuous operation' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT ELEMENT | PERFORMANCE CRITERIA Performance criteria describe the required performance needed to demonstrate achievement of the element. Assessment of performance is to be consistent with the evidence guide. |
1. Identify production requirements. | 1.1 Read specifications and standard operating procedures for production run and equipment. 1.2 Identify materials required. 1.3 Note production control requirements for production and warm up time, pressure(s), speed(s), temperature(s) and product specifications. 1.4 Note key stages in the process for quality checks. 1.5 Identify equipment and components required. 1.6 Check assembly requirements for items of production and downstream equipment or specialised componentry to ensure efficient work flow will occur. |
2. Set up equipment | 2.1 Check work area to ensure adequate space for the process. 2.2 Place equipment and components in required configuration. 2.3 Install guards, warning devices and cut-offs as required. 2.4 Check all connecting components and services for integrity and effectiveness. 2.5 Check dies/ moulds/jigs as required for suitability for production requirements. 2.6 Place standard operating procedures and quality procedures in appropriate work stations. 2.7 Check work area for operator ergonomic efficiency, access and egress requirements. |
3. Explain process to operators when required | 3.1 Explain particular requirements for machine adjustments, materials characteristics, quality specifications and key production stages to the operator. 3.2 Explain standard operating procedures and any particular OHS issues are identified. 3.3 Identify and explain appropriate contingency strategies for process faults, quality, OHS issues, materials supply or quality machine malfunctions. 3.4 Encourage operators to ask questions and clarify procedures. |
4. Produce first-off production sample(s). | 4.1 Start process following standard operating procedures. 4.2 Observe product quality through process and compare to standards. 4.3 Compare machine setting ranges to documented requirements. 4.4 Use observations of the process outcomes to fine tune the settings and other production variables. 4.5 Check final product for the required standards. 4.6 Compare standard operating procedures with actual production run and note variances. |
5. Fine tune the process. | 5.1 Use information collected during trial to modify workplace documentation, including standard operating procedures, machine settings and process instructions. 5.2 Obtain appropriate advice and permission where variations are outside of quality or specification range. 5.3 Advise operators of variations to process and document as required. |